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UNITED STATES BUREAU OF EDUCATION 



REPRINT OF CHAPTER FROM REPORT OF THE COMMISSIONER OF EDUCATION 

For 1909 



Chapter XII 



The Educational Reform in 

China 



WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1909 



■JAN 7 1910 



"^^o 



CHAPTER XII. 
THE EDUCATIONAL REFOKM IN CHINA. 

By John Fbyeb, 

Professor of Oriental Languages and Literature, Special Commissioner for Investigation 
of Oriental Education, University of California. 

Introduction. — The recent educational reform in China is unique 
in the history of the world. No national transformation has ever 
occurred on so large a scale, in so sudden a manner, and fraught with 
such far-reaching consequences to the whole human race. 

Five years ago (in 1904), when visiting the scenes of my former 
labors in China, I found the country just beginning to recover from 
the humiliating effects of the Boxer outbreak. Educational affairs 
seemed to be at a standstill ; but signs were not wanting that enormous 
changes were pending in the near future. What could be done to save 
the country from foreign domination was the paramount question 
that sadly perplexed the minds of the more thoughtful. It was ap- 
parently in vain that the Emperor had issued his renowned reform 
decrees bearing on the subject before the great coup d'etat. The 
celebrated brochure of the sagacious statesman, Chang-chih-tung, 
and his elaborate scheme for organizing a new national education, 
were equally ignored by those in authority. The rulers of China 
were still groping in the dark. 

At length the full answer to the momentous question came like a 
sudden inspiration — a ray of light bursting through the clouds that 
had enveloped the nation for many long ages. For China to hold 
her own against foreign powers, she must manifestly imitate her 
neighbor, Japan, and adopt at once all the main features of western 
civilization. It was seen that all the arts of peace and war that had 
given strength to western nations depended upon special branches 
of education. Hence these special branches must be cultivated by 
China at any price — even at the sacrifice of her time-honored system 
of national instruction. In other words, the same curriculum of 
study that is found in western lands must be adopted in full by 
China. In the impact of the modern sciences and arts of the West 
against the ancient philosophical system of Confucius and of Laotse, 
the weaker must inevitably go to the wall. When once this idea was 
grasped, the Government and people alike grew to be desperately in 
9228— ed 1909— vol 1 33 513 



51-i EDUCATION REPORT, 1909. **> . 

earnest for educational reform, and the new spirit spread like wildfire 
in all directions. 

A few months only served to establish the new order of things, 
which has since been struggling against difficulties to take the place 
of the old. The success has been phenomenal and beyond all expecta- 
tion. Schools, colleges, and universities have sprung up in every 
province, whether under the auspices of the Government, of mis- 
sionary boards, or of private individuals. In the spacious halls of 
many of the old Buddhist, Taoist, and Confucian temples schools 
are now to be found with busy scholars diligently studying the ele- 
ments of the English language or of the sciences, right in the very 
faces of the great gilded images of Buddha, of the goddess of mercy, 
of the god of war, or of the god of thunder. The old examination 
halls have been closed and dismantled. Thousands of young people 
have been sent to Japan or Europe or America for a thorough edu- 
cation. The " new learning," as it is called, has now become a mania 
all over the Empire, and is the goal toward which the whole nation is 
pressing forward with all its newly awakened energy. 

To investigate the extent and value of this educational movement 
was the object of my journey to China last autumn (1908). I trav- 
eled thousands of miles to some of the greatest centers of learning. 
High officials interested in educational affairs were interviewed and 
the more important institutions of recent origin were visited. This 
was done unostentatiously and quietly, so as not to attract attention 
and not to give opportunity for special preparations to be made for 
my visit. Depending on my long residence in China, dating from 
1861, and my continual intercourse with officials and literati in their 
own spoken and written languages, I was able 'to obtain comprehen- 
sive and, what I believe to be, correct views of the existing state of 
things, neither ignoring the good nor overlooking the bad features. 
These views will now be unfolded for the information of all who take 
an interest in the future welfare of China. 

The real object of the reform. — This sudden change from obstruct- 
ing and despising western learning and civilization to a mania for 
acquiring them as rapidly as possible is undoubtedly an attempt to 
regain national freedom. The foreign yoke is felt to be more and 
more galling each year. If China is ever to be free she must be pre- 
pared to strike at once for freedom at all costs and risks. It is her 
last chance. The first step is to learn all that foreigners are willing 
to teach her. The next step is to use that new learning as a means 
to stop further foreign aggressions. This being effected, the third 
step is to compel foreigners to relinquish their hold and leave " China 
for the Chinese." From the new patriotic spirit which I have noticed 
in different parts of the Empire I am led to believe that " freedom's 
battle once begun " on these lines will undoubtedly continue to be 



THE EDUCATIONAL REFORM IN CHINA. 515 

fought until the object is achieved, though it may take many years. 
It is a significant fact that a strong element of militarism forms a 
prominent feature in almost every school I visited. This was dis- 
played in showy uniforms, military drill, instruction in the use of 
firearms, and in many other unmistakable ways. 

The Chinese classical literature will he retained, — Although the 
old systems of competitive examination based upon writing formal 
essays on themes from the time-honored classics have been abolished 
by imperial decree, and the old forms of study are consequently 
almost neglected for the time being, yet the classics will have to 
form the backbone of Chinese literary education. Hence much valu- 
able instruction is still being carried on, though in a modified form, 
in schools of the old type under competent teachers, and especially 
in places remote from foreign intercourse. For centuries to come 
Chinese classical studies will be made the groundwork of all thorough 
Chinese education. There will be a reaction in this direction later 
on when the present craze for everything foreign has begun to sub- 
side a little. Traces of this reaction are already becoming manifest, 
for the Chinese can no more do without their classics than we could 
do without our Bible or Shakespeare. 

The need for a foreign director of education, — Most of the real 
work of the new education that is now being carried on in China is 
either under the direction or under the auspices of qualified western 
teachers, and especially those that are found in missionary schools 
and colleges. The random attempts on the part of government 
officials and private individuals to establish and carry out a new 
system of education that shall, at one short step, pass over from the 
age of Confucius to that of modern western civilization are neces- 
sarily absurd and can only meet with failures as well as involve use- 
less expenditures of time and money. " New wine must not be put 
into old bottles." From the president of the new board of education 
downward there is a general ignorance of such requirements as cur- 
ricula, methods, systems, sequences, prescribed and elective work, and 
general control. This is not to be wondered at. The only way out 
of the difficulty seems to be the appointment of a highly qualified and 
trustworthy foreign educator at the head of the central board of 
education. He should be given a free hand to select the most suit- 
able men, whether Chinese or foreigners, as directors or assistants 
in each of the provincial boards. What Sir Kobert Hart has been 
to the imperial maritime customs for nearly fifty years, such a foreign 
president would be to the government system of the new education 
in China. 

The frauds in educational affairs. — Graft and peculation are not 
unknown in China. It is easily seen that there is money to be made 
by fostering the new education. Government grants for such pur- 



516 EDUCATION REPORT, 1909. 

poses seem to be too easily forthcoming, and too easily misappro- 
priated. Private individuals also start schools with high-sounding 
names, large fees, and small running expenses, but with only a min- 
imum amount of an inferior kind of education. The ignorant multi- 
tudes can not distinguish the wheat from the chaff. Hence there 
are to be found schools and colleges for the " new learning " in China 
that are little better than mere money-making devices and frauds. 
This fs likely to be the case for some time to come. There are, how- 
ever, many very praiseworthy exceptions which have come under my 
observation, and it is upon these that the advancement of education 
in China principally depends. 

The Chinese do not want charity. — The Chinese are naturally a 
proud people and do not like the idea of charitable interference in 
their affairs by foreigners. Hence the establishment of large schools 
and colleges by western philanthropists and the conferring of for- 
eign degrees in China upon Chinese subjects is not likely to meet with 
much favor or popularity among the officials and higher classes. 
Pure philanthropy of this kind, without deep-laid sinister motives, 
is not intelligible to the average astute Chinese official who wants to 
see a reason for everything. He can only see a deep-laid political 
scheme behind all our gratuitous attempts to foreignize or denation- 
alize his countrymen by foreign education in foreign schools and 
colleges established nearly all over the Empire. 

The sending of students to foreign countries for education. — The 
waiving of a portion of the Boxer indemnity fund by the Govern- 
ment of the United States appears to have made a profound im- 
pression upon the Chinese Government, while the suggestion that it 
should be applied to educational purposes has met with considerable 
approval. One hundred Chinese students have already been sent to 
America in response to this suggestion, and the same number are to 
go forward yearly for a certain number of years to be distributed 
among the various universities. This whole question of sending stu- 
dents to America and Europe to carry on their education has its 
many advantages and its corresponding disadvantages. Among the 
latter may be mentioned that such students often come back 
thoroughly Europeanized or Americanized and out of sympathy with 
the bulk of their comparatively ignorant fellow-countrymen, with 
whom they hardly care to associate. In fact these foreign-educated 
Chinese seem already to form a caste among themselves from which 
the bulk of the people, however good and worthy, are excluded. The 
masses of China are not to be educated by such means. It is good 
education near home, carried on in continual touch with relatives and 
friends, that is needed for the regeneration of China. In schools for 
Chinese girls and women, which are already very numerous, this 
consideration is of immense importance. 



THE EDUCATIONAL EEEOEM IN CHINA. 517 

Furthermore, the Chinese, like other races, prize most what costs 
them trouble to obtain. To be maintained and educated abroad with 
a liberal allowance for a number of years entirely at the government 
expense is not calculated to produce a body of self-reliant men de- 
pendent on their own honest exertions; and yet it is just such men 
that the Government stands most in need ot at the present time. The 
best men now in the Chinese Government or civil service are mostly 
self-made men, who have risen from the middle or lower classes by 
sheer merit or diligence, rather than the sons of wealthy individuals 
or officials brought up in the lap of luxury. Yet it is this latter class, 
or the sons of well-to-do families, who have the chief political in- 
fluence necessary to obtain these gratuitous cadetships allowing them 
to go abroad at government expense. 

European languages versus Chinese as the medium of instruction. — 
As to the language that should be employed in imparting the new 
education, there can be no doubt in the minds of Chinese and for- 
eigners who are competent to express an opinion, that it should be 
Chinese. To expect the millions of Chinese people to learn sufficient 
of English or any other foreign language to be of any real educa- 
tional value beyond that of an accomplishment is as absurd as it 
is mischievous. A complete western education, which requires twenty 
years for foreigners to acquire, can hardly be obtained in less time 
by a Chinese student handicapped by a new language, even if he 
neglects his Chinese studies altogether. For a Chinese to obtain a 
thorough Chinese education requires almost a similar amount of 
time. To try to crowd a double education into a few years, as is 
now being attempted, is to attempt an impossibility except in a few 
rare instances of precocity or extraordinary talents. To suppose 
that the Chinese language is incapable of expansion and of expressing 
all western ideas is to show great ignorance of the growth of the 
Chinese literature and of what has already been done in the way of 
translation and compilation from foreign sources. 

The compulsory religious teaching and worship in Christian schools 
and colleges. — As previously stated, the best schools and colleges for 
the " new learning " are undoubtedly those under missionary aus- 
pices. In order to carry out the wishes of the subscribers in the 
home lands, Christian propagandism has naturally to be made the 
prominent feature in these excellent institutions. The study of 
Christian doctrines and dogmas, with participation in Christian wor- 
ship, have therefore to be made compulsory instead of optional, as 
I feel they ought to be. It is true that in China's present emergency 
these establishments have recently experienced no difficulty in obtain- 
ing as many students, as they can teach, so eager are the people to 
get the " new learning " at any price or sacrifice of religious senti- 
ments; but from an educational point of view, as well as in the 



518 EDUCATION REPORT, 1909. 

interests of true Christianity, such compulsory requirements should 
be removed and all religious teaching or exercises made purely 
optional. It stands to reason that to use secular education as a bait 
to catch Christian converts is wrong in principle, however successful 
it may prove in practice for the time being. 

After nearly half a century of close observation of the results of 
this regime, I have ample grounds for this deliberate opinion, which 
has only been all the more strengthened during recent visits to sev- 
eral of the larger colleges. Among others may be mentioned the 
Canton Christian College, where I stayed two days, and was greatly 
pleased with all the secular work that is being carried on in spite 
of great deficiency of funds and compulsory Christian teaching and 
worship. By withdrawing the propagandist requirements and 
charging much higher fees, at the same time asking the wealthy 
Chinese of the province for liberal contributions, I am sure the nec- 
essary funds for almost unlimited expansion of this college would 
easily be forthcoming, and the cause of Christianity would be 
strengthened and respected. In contrast with this establishment is 
the Imperial University at T'ai-ynan-foo, in the Shansi Province, 
where I spent a very pleasant week and was entertained by an old 
friend, President Soothill. The endowment of this government in- 
stitution is the indemnity fund for the local massacre of Christian 
missionaries during the Boxer outbreak. Here one of the require- 
ments is the formal ceremonial recognition once a month of Confucius 
as the great sage of China. But this, though expected from the 
students, is not enforced by the authorities, and thus becomes a 
purely voluntary act which Christian converts are excused from. 

The subjects of instruction in the " new learning " schools. — It is 
not to be wondered at that an acqaintance with foreign languages is 
the chief desire of the progressive, up-to-date Chinese student. It 
appears to him to be the key to all western knowledge and to the 
lucrative positions where such knowledge is necessary. Hence Eng- 
lish literature is not valued for the treasures it contains in itself, but 
only as a/ means for enabling the student to come into profitable con- 
tact with the people and civilization of the West. Anything beyond 
this does not seem as yet to appeal to the average Chinese mind. 

Next to English literature come the different branches of science 
and art, such as mathematics, physics, geography, history, political 
science, etc., the elements of which are taught in most of the pre- 
paratory schools. The central board of education in Peking and 
the provincial board of each province take the direction and over- 
sight of all the government educational affairs, arrange the curricula, 
and afford facilities wherever required. 

There are many colleges established by the Government in differ- 
ent parts of China for special subjects to suit modern demands, such 



THE EDUCATIONAL REFOKM IN CHINA. 519 

as agriculture, engineering in all its branches, pedagogy, medicine, 
military and naval science, jurisprudence, the principles of govern- 
ment, etc. I visited several of these, and although a few were very 
unsatisfactory, yet others showed most encouraging signs of progress 
and of future benefit to the nation. The most noteworthy were the 
technical and industrial schools where theory and practice were 
combined. At Tientsin and Tsinan, for instance, were excellent 
schools of this description to which I paid special attention. Handi- 
craftsmen are invited to come from the most remote towns and 
villages to learn the newest and most economical methods of carry- 
ing on various trades or art work by courses of actual practice. 
These, on returning to their homes, carry with them new methods 
and new ideas which necessarily must be highly beneficial. In the 
establishment at Tientsin I found no less than ten departments in 
active operation, with a large showroom and sales room where the 
various products could be examined and purchased or orders taken. 
In this way the school is to a certain extent rendered self-supporting. 
The departments of most interest to me were textile manufactures, 
pottery and earthenware, drawing, painting, carving and sculpture, 
lucifer matches, wood, iron, and metal work, electric apparatus, em- 
broidery, woolen rugs, matting, and scientific apparatus for ele- 
mentary educational purposes. 

These schools of practical industry are laying a foundation for 
the future wealth and prosperity of the nation of far more real value 
than the military and naval science which are made to occupy 
the foreground in almost every picture of China's progress in 
civilization. 

Schemes for the establishment of universities in China by for- 
eigners. — The idea is gaining ground among various benevolent 
western people who are interested in the welfare of China that the 
country requires large free universities to be established in different 
localities and run in the same way and upon the same lines as the 
universities in our own home lands. Schemes for several such uni- 
versities are now being discussed, and one or two of them seem to be 
in a state of preliminary organization. The wealthy philanthropists 
of Europe and America are certainly doing well in this respect as 
far as they understand the situation; but the means employed must 
not be such as to denationalize the Chinese or lead them to forsake 
the study of their own language and literature; because upon these 
the real education of the bulk of the nation must necessarily depend. 
Several generations of preparatory work are needed in the different 
grades before full-grown universities will become a necessity. To 
understand this it is only requisite to remember that a university for 
China must be essentially Chinese and conducted in the Chinese lan- 
guage, with foreign languages and foreign literature only as accom- 



520 EDUCATION REPORT, 1909. 

plishments or for specific purposes, rather than as the main feature 
of the curriculum. The degrees conferred must of course be Chinese 
degrees, recognized and granted by the Imperial Government. Fur- 
thermore, it must not be forgotten that China has not yet a universal 
spoken language of her own in which oral instruction can be given. 
The need for unification of the spoken language is far greater than 
the need for commencing foreign universities. Attempts have been 
made by the Imperial Government in this direction by decrees order- 
ing that the teaching in all schools be conducted in the Mandarin 
language, which already obtains as the spoken language of fully one- 
half of the Empire; but this change will take many years to accom- 
plish. The only places where I found schools professing to teach 
the Mandarin language to those who speak other dialects were at the 
college at Nanking for students from Java and the Straits Settle- 
ments, and at Singapore and Penang in schools under Chinese con- 
sular direction, where only the southern dialects of China are usually 
spoken by the Chinese residents. 

The Chinese should endow their own universities. — During my 
visit to Hongkong considerable interest was being manifested toward 
the establishment of an English university in that colony for the 
benefit of Chinese residents. One very sensible condition of the 
promised land and buildings was that a similar sum must be sub- 
scribed by local residents for a sufficient endowment. This sum did 
not appear to be forthcoming. Surely this is an excellent test as 
to the real need for such institutions. If the same method were 
applied to each of the different schemes for free foreign universities 
for China, it might save oversanguine promoters from having a 
" white elephant " upon their hands. 

The good work of the Chinese Young Men's Christian Associa- 
tion. — I am glad of this opportunity to testify as to the benefit which 
is being conferred on the Chinese educational movement by the dif- 
ferent branches of the Chinese Young Men's Christian Association. 
As an instance, the Shanghai branch, which now numbers 1,000 mem- 
bers, has day and evening classes for a great variety of practical sub- 
jects of a secular character, taught by competent teachers. There is 
no compulsory attendance on religious teachings or worship what- 
ever. Associate members have only to be of good moral character, 
paying a small annual subscription irrespective of creed or religious 
views. At Tientsin and other educational centers equal activity is 
being displayed, while the Christian character of the association and 
of its active membership is in no way being compromised. One inter- 
esting feature of this Chinese Young Men's Christian Association 
work is the advising and aiding of Chinese students who wish to go 
to America to carry on their studies or to complete their education. 
A special committee in China and in America keeps in sympathetic 



THE EDUCATIONAL REFORM IN CHINA. 521 

touch with all such students until they are satisfactorily settled in 
American colleges or universities and have no need for further help. 

The dangerous pitfalls. — I would remind all who are interested in 
forwarding the new education in China that there are many danger- 
ous pitfalls into which young China is very liable to stumble. The 
student of the " new learning " — and especially if educated in Amer- 
ica or Europe — is too apt to exaggerate the importance of his knowl- 
edge with regard to the lucrative and political benefits he thinks it 
ought to produce. He chafes at the checks and rebuffs which he 
is liable to receive at every turn from his own relatives and friends, 
as well as from government officials of the old school. He wants to 
rush matters and to create a new nation in a day, with a new govern- 
ment in which he, of course, shall be one of the most important per- 
sonages and enjoy one of the highest positions. The old ethical 
teachings of Confucius would have taught him the exercise of more 
meekness, patience, and perseverance. The deficiency in these quali- 
ties, together with a confused and inadequate knowledge of the real 
foundation of western civilization, are almost certain to lead him 
toward the pitfalls of anarchy and rebellion, ending in what may 
prove to be a frightful national collapse. The thoughtful among the 
Chinese of the old school, as well as a few of the more patriotic and 
discerning among the followers of the " new learning," are even now 
predicting some such catastrophe as the result of too much superficial 
western education without sufficient ballast or experience. Fortu- 
nately this evil has a tendency to right itself and every year ought to 
lessen the danger. 

Conclusions — The outlook. — In conclusion I would remark that the 
result of my investigations convinces me that the educational position 
of China is full of hope and encouragement in spite of all drawbacks 
and disadvantages. It is easy to see that the ages of stagnation and 
slumber arising from long isolation are now passed, never more to 
return. Whatever may happen, the outcome will eventually be for 
the nation's good. How far her statesmen will seek to preserve all 
that is best in her old system of education, her national characteris- 
tics, her wonderful genius, her manners and customs, her religious 
beliefs, and her form of government, is a problem time alone can 
solve. But there will be no relenting or turning back on the path of 
progress, however distant and difficult may be the goal, however many 
reactions may arise, and however severe the baptism of fire which 
she may have to pass through. 

May we not therefore very appropriately use the words of Tenny- 
son and say of Chinese education — 

Ring out the old, ring in the new ; 
Ring out the false, ring in the true. 



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